Iroquois Point Elementary School

Transcription

1 Iroquois Point Elementary Code: 256 Status and Improvement Report Year Focus On Standards Grades K-6 Contents This Status and Improvement Report has been prepared as part of the Department's education accountability system to provide regular, understandable accounts of our schools' performance and progress, as required by 302A-1004, Hawai'i Revised Statutes. Focus on Standards Description Setting Student Profile Community Profile p. 1 p. 1 pp. 2-3 This report describes the school and its setting; provides information about the school's administrators, teachers, students and facilities; summarizes progress made based on the school's improvement plan; and reports student achievement results along with other vital signs. Description Iroquois Point Elementary (IPES) has been helping children discover the joy of learning since Located 2.5 miles from the Ewa Beach business district, we serve children and families living in Kapilina. Our student body is drawn from a combination of military and local families, which reflect the ethnic, cultural, and socioeconomic diversity of Hawai i. Improvement Summary of Progress Resources Certified Staff Facilities Vital Signs Quality Survey Student Conduct Retention or Completion Hawaii wide Assessment Program Address: p. 4 p. 5 pp. 6-8 Other Information Iroquois Point Elementary 5553 Cormorant Avenue Ewa Beach, Hawaii IPES is accredited by the Western Association of s and Colleges in June. Also, IPES became an authorized International Baccalaureate (IB) World in April We offer the Primary Years Program of the International Baccalaureate Organization. We believe learning is best done when it is authentic, relevant to the real world, and transdisciplinary where the learning is not confined within the boundaries of traditional subject areas but is supported and enriched by them. Following the IB framework helps to ensure that the learning is engaging, relevant, challenging and significant. All grade levels address the Common Core Standards within 6 transdisciplinary units throughout the course of the school year. Through this curriculum framework, we emphasize an inquiry-based approach to learning. In addition, we aim to nurture our students to become principled, open-minded, thinkers, balanced, caring, knowledgeable, communicators, risk-takers, reflective, and inquirers. These attributes are reflected in the IB Learner Profile that guides our character development program. Every classroom is equipped with computers and other technological devices. In addition, IPES has state of the art computer labs as well as mobile wireless labs. Recognizing the importance of developing the whole child, IPES offers a variety of programs such as Spanish, music, band, and physical education. Athletic activities at our school are designed to teach fundamental concepts like teamwork and fair play. Our intramural activities include basketball, track, and volleyball. Because of our strong belief in building partnerships between the school and homes, IPES provides many opportunities for families to gather in the celebration of and support for learning. Activities and meetings are held regularly throughout the year to keep our parents and community informed and involved in our school. Our school encourages voluntarism and involves parents, teachers, community, and administrators in decision-making through the Community Council. Our Parent Community Networking Coordinator (PCNC) serves as a liaison between home and school, providing opportunities for families to be engaged in their children s education. Our Transition Center is available to aid all incoming families with a variety of assistance and information. Iroquois Point Elementary 11/ Page 1 of 8

2 Status and Improvement Report Student Profile Setting Year year Fall enrollment Number and percent of students in Special Education programs % 9.7% 9.3% Number and percent of students enrolled for the entire school year Number and percent of students receiving free or reduced-cost lunch Number and percent of students % % % 167 with limited English proficiency 3.3% 2.1% 4.9% 37.6% % Note. -- means missing data. * means data not reported to maintain student confidentiality (see FERPA). ** means is participating in the Community Eligibility Provision. Student Ethnicity, Year Native American 9 1.4% Black % Chinese 3 0.4% Filipino % Native Hawaiian % Japanese % Korean 2 0.3% Portuguese 5 0.7% Hispanic % Samoan % Indo-Chinese 2 0.3% Micronesian 4 0.6% Tongan 2 0.3% Guamanian/Chamorro 3 0.4% White % White two or more 0 Other Asian 3 0.4% Other Pacific Islander 1 0.1% Pacific Islander two or more 0 Asian two or more 0 Multiple, two or more % n = 632 Iroquois Point Elementary 11/ Page 2 of 8

3 Status and Improvement Report Community Profile Setting Year The Community Profile information updated in this school report reflects selected 2010 demographics for the High Complex (HSC) area in which this school resides. Profile data are based on the 2010 U.S. Census, the American Community Survey (ACS) five-year estimates (centric to 2008), and the incorporation of Hawaii s HSC boundary areas with updated 2010 Census geography. Figures for educational attainment and median household income are sample estimates obtained from the ACS, adapted to conform to HSC geography, and should be considered rough approximations of census counts. Based on the 2010 U.S. Census Campbell HSC Complex Total population Community 62,735 of Hawai`i 1,360,301 Percentage of population aged % 18.4% Median age of population Number of family households 14, ,907 Median household income $70,223 $66,420 Community Educational Attainment Level College Graduate 21.6% 29.4% Some College 31.4% 38.9% High 30.5% 29. Less than High Graduate 8.8% 10.2% of Haw ai`i Community Iroquois Point Elementary 11/ Page 3 of 8

4 Status and Improvement Report Improvement Year Summary of Progress Iroquois Point Elementary An innovative and caring community of learners who are empowered to meet the challenges of an ever changing world The accomplishments: Successfully completed our WASC self-study report and WASC on-site accreditation visit. IPES is recognized as a fully accredited school. IPES is one of three schools in the Campbell Complex receiving a DoDEA grant, which focuses on increasing student achievement in ELA (English Language Arts) through teacher professional development and intervention programs for students (Achieve 3000). Participation and training completed with complex area schools to strengthen K-12 construct with a focus on PLTW (Project Lead the Way) and AVID (Advancement Via Individual Determination) -wide implementation of PLTW and Second Step character education program During the school year, IPES continued to work on language arts and math, with a focus on LISC (Learning Intentions and Success Criteria). This provides clarity to what students need to know, understand, and be able to do as a result of the learning and teaching activities. Throughout the school year, professional development opportunities were provided for the faculty. Teachers continued to participate in DDIC (Data Driven Instructional Cycle) meetings, Grade Level meetings and vertical articulation. These opportunities provided teachers a safe and enriching learning environment to collaborate and work collectively to promote high student achievement. IPES continues to use iready as the universal screener for grades K through 6 and utilized it as an intervention component to address the achievement gap. Along with this, grade 3 used Achieve 3000 as an intervention program to address student needs in language arts. IPES also offered after school tutoring sessions to give students opportunities to receive extra support. IPES provided opportunities for parents to be involved in their child s education. Parent and family activities included Open House, STEM Night, Grade 6 Exhibition night, movie night, monthly Principal Talk Story on a variety of topics. Also, parents are encouraged to volunteer for various school activities and events. Next Steps: Refine the Comprehensive Student Support System to include RTI-A (Response To Intervention- Academic) tiered intervention to support student needs. Continue to refine DDIC process in order to more effectively analyze student outcome data. Iroquois Point Elementary 11/ Page 4 of 8

5 Status and Improvement Report Certified Staff Teaching Staff Resources * Students per Teaching Staff Year Total Full-Time Equivalent (FTE) Regular Instruction, FTE 75. Special Instruction, FTE Regular Instruction Special Instruction * These figures do not indicate class size Supplemental Instruction, FTE Teacher headcount 40 Administrative and Student Services Staff Teachers with 5 or more years at this school 22 Administration, FTE * 3.0 Teachers' average years of experience 12.4 Librarians, FTE 1.0 Teachers with advanced degrees Professional Teacher Credentials Fully licensed 97.5% Emergency hires 2.5% Counselors, FTE Number of principals at this school in the last five years 1.0 * Administration includes Principals, Vice-Principals, Student Activity Coordinators, Student Services Coordinators, Registrars, and Athletic Directors 1 Facilities Adequacy of 's Space Year Ending Standard Classrooms available 55 Number of classrooms short (-) or over (+) 0 Administration 7 facilities inspection results Library 145% From the 2011 school year, school facilities inspection data are no longer available at the state level. Department schools are still required to do an annual assessment of its facilities in the following areas: Grounds, Building exterior, Building interior, Equipment/Furnishings, Health/Safety and Sanitation. All department schools should have their annual inspections completed by the second quarter of the school year. Historically, the majority of the department schools attained inspection assessment points in the following ranges: 9-15, earning a "Satisfactory" rating, and points, earning the highest "Very Good" rating. Caf eteria/ Auditorium Classrooms 128% 159% facilities are considered inadequate if below 7; marginal if between 7 and 99%; and in excess of state standard if above 10. population is placed into size categories and is used in formulas to determine standards for space. Graph does not display capacity exceeding 20. Note. -- means missing data. Iroquois Point Elementary 11/ Page 5 of 8

6 Status and Improvement Report Quality Survey Vital Signs Year The Quality Survey (SQS), administered by the Accountability Section, is used for strategic planning and to comply with state accountability requirements. Percent of Positive Responses * Quality Survey Teachers Parents Students Dimensions Safety % 78.9% 74.4% 86.6% % 76.2% % 88.1% 75.9% 76.1% Well-Being % % 92.6% 77.4% 77.9% 63.8% 78.5% 94.9% 93.3% 79.7% 77.8% Satisfaction % 67.7% 64.5% 83.6% 86.3% 88.1% 56.1% 74.9% % 85.5% 88.1% Involvement/Engagement % % 87.3% 80.6% 79.5% % % 77.4% 79% Survey Return Rate ** Teachers Parents Students % 77.8% 16.8% 35.2% 87.3% 85.4% % 20.7% 35.8% 76.8% 79.3% * The SQS is completed by students and parents of students in grades 4, 5, 7, 8, 9, and 11 and by all teachers of the school. Teacher and Parent positive response figures are one of four grade spans (Gr. K to 5/6, Gr. 6/7 to 8, Gr. 9 to 12, and Multi-level) that best correspond to this school's grade span. The Student positive response figures for the and this school are those of the highest grade level surveyed at this school. ** Return Rate for Teachers, Parents, and Students are for one of six grade spans (Elementary, Elementary/Middle, Elementary/Middle/High, Middle, Middle/High, High) that corresponds to this school. Note: In 2015, a revised Quality Survey (SQS) was administered statewide to students, school staff, and parents. The dimensions, questions, and rating scale differ from the SQS administered in previous years. Iroquois Point Elementary 11/ Page 6 of 8

7 Status and Improvement Report Year Student Conduct Vital Signs Attendance and Absences Suspensions, Year Year Standard Non-suspended: % Average Daily Attendance: % (higher is better) Suspended: 5 1% These 5 students were responsible for these 5 suspensions. 94.4% 94.6% 94.8% 95. Class A: 3 6 Average Daily Absences: in days Class B: 2 4 (lower is better) Class C: Class D: Examples of class of suspension: Class A: Burglary, robbery, sale of dangerous drugs Class B: Disorderly conduct, trespassing Class C: Class cutting, insubordination, smoking Class D: Contraband (e.g. possession of tobacco) Retention Retention for elementary schools include students who were retained (kept back a grade) in all grades except kindergarten. Retention for middle/intermediate/k-8 schools include only eighth graders who were not promoted to ninth grade. Retention Total number of students Percent retained in grade Note. -- means missing data. * means data not reported to maintain student confidentiality (see FERPA). Iroquois Point Elementary 11/ Page 7 of 8

8 Status and Improvement Report Year Hawaii wide Assessment Program Vital Signs Language Arts/Literacy Mathematics 6 49% 62% 6 41% 53% Grade % 47% 48% 5 Grade % 37% 48% 42% 3 48% 43% 3 52% 43% Percent Meeting Standard Percent Meeting Standard HCPS Science Grade % Percent Proficient The HCPS Science assessment is given in grades 4 and 8. High (HS) HCPS Science assessment results are from an end-of-course exam given to high school students enrolled in Biology I. A school's bar may not be shown to maintain student confidentiality (see FERPA). Other Information Iroquois Point Elementary is accredited by the Accrediting Commission for s, Western Association of s and Colleges for a period of six years. This school's accreditation term expires in Published on November 7,. Accountability Section, Assessment and Accountability Branch, Office of Strategy, Innovation and Performance, Honolulu, HI: Hawaii Department of Education. Iroquois Point Elementary 11/ Page 8 of 8